Vol 4, No 2 (2023)

In recent decades, the vector in the formation of students’ competencies while studying a foreign language (in particular, English) has shifted in Russian linguodidactics. Due to the intensity of intercultural contacts of Russian citizens, the most demanded competence while studying foreign languages has become the communicative one, which consists of skills of effective oral and written communication with representatives of other cultures. Under contemporary circumstances, effective intercultural communication requires not only well-formed grammatical and lexical skills, but also socio-cultural competence, which means knowledge of various cultural facts and phenomena, as well as knowledge of the norms of polite dialogue in a different culture and the ability to conduct it. The issue of effective formation of students’ socio-cultural competence when teaching a foreign language (in particular, English) is absolutely new in Russian linguodidactics and is poorly covered, which determines the relevance and novelty of the research, the results of which are presented in this article. The purpose of this article is to describe two tools for the formation of socio-cultural competence that can be used in English classes. As the theoretical base of the study, the authors identified three key components of socio-cultural competence that need to be formed while teaching a foreign language. Further, using the method of continuous sampling in two English manuals, the authors found one tool for the formation of socio-cultural competence – hedging, which was analyzed for its use for the formation of the components of socio-cultural competence. The article presents various lexico-grammatical means of implementing hedging in English and shows how they can be used in the formation of various components of socio-cultural competence. In addition to the tool for the formation of socio-cultural competence (hedging) available in the English manuals, the authors proposed another contemporary tool for the formation of various components of socio-cultural competence, which is currently not included in English manuals, - namely, web-quests. The authors give examples of several designed web-quests that contain various linguistic and cultural facts, and clearly illustrate how such web-quests contribute to the formation of all components of socio-cultural competence.

Modern social, political and economic conditions require the introduction of integrated approaches to the education system in order to prepare future specialists capable of intellectual flexibility and complex problem solving. This article reflects the problems of introducing the technology of subject-language integrated learning (CLIL) and its use in the educational process on the example of European countries. In addition, the article discusses the origins of the methodology of early teaching of foreign languages as a science, and the various views and beliefs of theorists and practitioners in this field. The essence and content of the integrated subject-language approach as the basis for the formation of subject foreign language competence are determined. The main components of CLIL are highlighted: content, communication, cognition and culture, as well as three types of language associated with it, including language of instruction, language for instruction and language through instruction. In addition, the advantages of CLIL are described in terms of the materials used in the lessons, the instrumental nature of a foreign language, and the development of the language personality and abilities of students. The conditions that lead to the development of such educational programs in an educational organization are analyzed; the difficulties arising in their implementation are identified. The main methodological prerequisites that should underlie educational initiatives in the study of subjects in a foreign language are considered. The key problems that can be encountered in the development of such programs are analyzed. The identified problems indicate the need for foreign language teachers to search for the most optimal and appropriate educational technologies for the formation of foreign language communicative competence in future philologists. The ways of solving the identified problems are also considered; recommendations for using CLIL in the educational process are given. As a result, after analyzing the history, methodology and main features of the CLIL technology as a whole, we come to the conclusion that it can be fully or partially introduced into the higher education system. The aim of the study is to study the experience of using CLIL technology in foreign education systems. The scientific novelty of the study lies in the disclosure of the essence and content of the subject-language integrated approach, which is focused on achieving the dual goal of learning, in which the second language is used as a means of teaching the subject and the object of study. The material of the article substantiates the relevance, expediency and effectiveness of the use of subject-language integrated learning in English classes, and also summarizes the advantages and disadvantages of its use in teaching English.

In current times the study of business communication is becoming particularly relevant due to the increasing interest in entrepreneurial activity. In this regard, the study and optimization of the processes of intercultural communication between representatives of different countries become all the more important. One of the crucial stages in establishing business relations with other companies, including organizations located in other countries, is business negotiation process with representatives of these organizations, the success of which directly affects the further building of business relationships between organizations, as well as the nature and the longevity of these relationships. The ability to professionally conduct international business negotiations largely depends on the level of intercultural competence of the partners, on the ability to communicate effectively with representatives of other cultures, as well as on the ability to convince your business partner of your point of view. Persuasion in business communication occurs through arguments. Moreover, the degree of persuasiveness of the arguments depends on the characteristics of the national culture of the communication partner. In this regard, in the article, the authors show the results of their research aimed at identifying cultural characteristics that influence the use of different thinking styles and the use of different ways of argumentation in national cultures. As a research task, the authors defined an attempt to establish the relationship between existing cultural parameters, patterns of thinking, as well as the methods of argumentation used. The study was conducted at the intersection of linguoculturology, psychology and business communication. The scientific novelty of the study lies in the approach to the study of methods of argumentation, taking into account the national specifics of the thinking patterns of different peoples. Using such methods as the deductive method, analysis and comparison, the authors determined the cultural parameters that determine the choice of the method of argumentation by representatives of different linguistic and cultural communities. Moreover, the authors identified and described the characteristic features of each of the considered methods of argumentation and gave examples from the use in speech by speakers of different languages. As a result of the study, the authors established the relationship between the cultural characteristics of a certain ethnic group, the style of thinking and the preferred method of argumentation. Such a view of the argumentation process will be of interest to specialists in the field of business communication, intercultural communication and argumentation theory.